Several Reflective Strategies of English Teachers in Secondary Vocational Schools

Nowadays, students in secondary vocational schools are required to have better English competence. How to improve English teaching quality in secondary vocational schools? One of the effective means is reflective teaching. By way of it, English teachers in secondary vocational schools improve English quality and promote professional development.

New Research of English Teaching in Secondary Vocational School-Based on Postmethod Pedagogy

Postmethod pedagogy of B. Kumaravadivelu can bring a new hope for English teaching of secondary vocational schools. This new research has gained some inspiration for English teaching from the perspective of teachers, students, teacher educators and so on based on postmethod pedagogy.

An Investigation into English Teaching Methods in Secondary Vocational Schools in Zhejiang Province

New requirements in English teaching were brought up under vocational curriculum reform in Zhejiang province.The work presented in this paper mainly focus on three aspects of the following: Teaching methods in class,the students' knowledge background and learning motivation.Methods used in this investigation are known as questionnaires as well as interview.Total182 students from two Vocational Schools in Hangzhou city were surveyed in random manner,aiming at the students' knowledge background,learning motivation and teachers' teaching methods.Interview was used as supplementary information.It's in order to get an entire grasp of the present situation of English teaching Methods in secondary vocational schools and to find out an effective way to solve the problems.After that,as a result of the Investigation indicates that problems still exist in secondary vocational schools.Suggestions are to put forward some effective strategies and approaches that will improve English teaching quality in secondary vocational schools; what is more,according to students' choices and interests,situational teaching and layered teaching could be implemented in order to improve students' English ability.

Application of Context Theory in English Vocabulary Teaching in the Secondary Vocational School

This paper conducts a study of English vocabulary teaching in the secondary vocational school based on context theory. Through the quantitative research method, results of the study indicate that it is effective for the secondary vocational school students to improve their vocabulary mnemonic ability, English proficiency and words guessing ability through English vocabulary teaching based on context.

An Empirical Study on Classroom Learning Anxiety of Secondary Vocational English Learners in Content-based Instruction

This research aims to study the relationship between content-based instruction and secondary vocational English learners.Two classes in one secondary vocational school were chosen as participants.The result shows that CBI teaching has a negative correlation with English learning anxiety and has an impact on alleviating students' anxiety.

Evaluation of Technical Education by Using a Modern Structured MOODLE Laboratory Course, in Relation to Recent Data

E-learning platforms support education systems worldwide, transferring theoretical knowledge as well as soft skills. In the present study high-school pupils’, and adult students’ opinions were evaluated through a modern structured MOODLE interactive course, designed for the needs of the laboratory course “Automotive Systems”. The study concerns Greek secondary vocational education pupils aged 18 and vocational training adult students aged 20 to 50 years. The multistage, equal size simple random cluster sample was used as a sampling method. Pupils and adult students of each cluster completed structured 10-question questionnaires both before and after attending the course. A total of 120 questionnaires were collected. In general, our findings disclosed that the majority of pupils and adult students had significantly improved their knowledge and skills from using MOODLE. They reported strengthening conventional teaching, using the new MOODLE technology. The satisfaction indices improved quite, with the differences in their mean values being statistically significant.

基于App Inventor“学英语”应用程序的设计与开发

随着信息科技的不断发展,在国家政策的支持与推动下,中等职业学校信息技术课程教学的重要性日益凸显。中职信息技术课程以编程教育为主,其中App Inventor积木式编程降低了中职学生学习编程以及制作应用程序的门槛。笔者对App Inventor软件及基于其设计与开发的"学英语"手机应用程序进行了分析和研究,借以阐述App Inventor积木式编程的可行性与便捷性。

中职开设App Inventor课程可行性探析

App Inventor是风靡全球的安卓程序设计。本文介绍了App Inventor的起源、特点和发展,以了解App Inventor的世界流行趋势,结果表明App Inventor课程简单、易学、易用、时尚,非常适合中职学生。

SPOC混合式教学模式下高职英语课程思政教学策略

随着现代信息技术的发展,基于SPOC的混合式教学模式成为一种将思想政治内容引入高职学校英语课程的新教学方式,也是教育发展的必然。本文对SPOC混合式教学模式进行理论和实践探索,并据此模式,以英语交际口语课程为例,探索了将思政元素引入高等职业学校英语教学的过程中如何实现知识传授、能力培育、价值塑造等教学职能。

基于虚拟仿真教学平台的中职旅游类课程混合式教学研究

在数字化转型时代的背景下,教育为适应技术进步和社会环境变化而提升教学效果和效率,是推进职业教育高质量发展的必由之路。通过分析中职旅游类课程混合式教学现状,找出数字经济时代背景下的旅游教学新需求。从设计适应产业动态发展的进阶式项目课程、开发旅游课程数字化资源、健全智能平台下的个性化指导三个方面重构基于虚拟仿真教学平台的中职旅游课程体系。突出数字时代的教学方法,最终从任务分层式教、智能指导式学、梯度提升式练和方式多元化评四个途径实现混合式教学实施。

中高职思政课一体化建设的现实挑战与破解路径

推进中高职思政课一体化建设是加快思政课建设内涵式发展的应然需要,是遵循学生身心发展特点的内在需要,是健全现代职业教育体系的必然需要。当前,中高职思政课一体化建设过程中存在思政课教学目标衔接不畅,缺乏层次性;教学内容简单重复,缺乏连贯性;教师队伍一体化程度不高,缺乏协同性等困境。因此,需要立足层次性,统筹教学目标设计;立足贯通性,优化教学内容结构;立足协同性,加强教师队伍建设,推进中高职思政课一体化建设。

浅谈微课在突破中职思政课重难点教学中的应用

以建构主义学习理论、“掌握学习”的教学原理等教育理论为依据,结合教学实践,从运用微课突破思政课教学重难点的可行性、实践性、取得的成效以及存在的问题等方面进行阐述,实践验证微课在赋能思政课堂,提高教学质量上起到了很好的促进作用。

基于核心素养培育的中职思政课议题式教学探讨——以“做好就业准备”教学为例

中职思想政治课是培养学生正确三观,提高学生的思想道德素质和文化素养,使之成为社会需要的高素质、创新型劳动者和合格公民的重要课程。议题式教学能有效推动中职思想政治课教学由知识导向型向素养导向型转变,有效落实立德树人根本任务。教师应以培养学生的政治认同、科学精神、法治意识、公共参与、职业精神和健全人格为目标,精设议题,创设情境,打造活动课堂,立体评价,从而实现课程目标,优化教学模式,促进师生共成长。

新课标下中职学生英语学习现状调查分析及对策——以天津市建筑工程学校为例

本文按照最新中职英语课程标准的要求,对中职学生英语学习现状进行调查,并结合相关理论进行分析与研究;然后通过访谈中职英语教师,进一步加深了解中职学生英语学习现状;最后在对中职学生英语学习情况全面调查分析基础上,从三个方面提出改善中职学生英语学习状况的策略。

商务英语专业“3+4”中职本科贯通培养项目的实践与思考

文章以泰州学院与泰州机电高等职业技术学校、江苏靖江中等专业学校联合开设的商务英语“3+4”项目为研究对象,介绍了项目实施现状,对项目实施过程中出现的管理职责不清、招生机制不健全、转段考核存在“放水”现象、课程体系缺乏有效衔接等问题进行了剖析,并提出了相应的对策建议。

依托职教集团推进中高职思政课一体化高质量发展的困境与纾解

文章以安徽电子信息职业教育集团为例,从中高职思政课一体化发展的现状出发,通过文献研究、调查问卷、实地调研等方式,综合分析存在的问题,提出依托职教集团推进中高职思政课一体化高质量发展的策略。

中职无人机植保技术课程教学策略研究

该文分析国家对于无人机产业颁布的重点政策和现阶段中职学校无人机相关课程在专业设置与教学实践中面临的主要问题,以无人机植保技术课程为例,从教学内容和教学方法2个方面提出一些提高无人机专业中实操实践课程教学效果的方法,以此来推动中职学校的无人机课程设置和课堂教学进一步发展。

中职单片机课程新型活页式教材开发设计与实践

教材作为三教改革的基础,是人才培养的重要载体,对培养德智体美劳、知行合一的技术技能型人才具有奠定基础的作用。该文以中职单片机课程的教材开发设计为例,提出从立德思政、校企双元合作、数字媒体资源等几方面开发建设新型活页教材,以提高中职学校单片机课程的教学质量和办学质量,促进职业教育教材的改革。

“岗课赛证”融通视域下中职学校课程教学改革与实践——以《新能源汽车高压系统检查与维护》课程为例

针对目前职业素养和职业能力与企业岗位需求匹配度不足的问题,不少中职学校积极探索实施“岗课赛证”融通协同育人模式.本文在充分调研企业岗位的能力需求、分析国内技能竞赛内容和X证书考核内容的基础上,提出以岗定课,基于岗位能力需求优化设计课程教学内容、以赛促教,促进课程教学改革、以证融课,实现课程内容与技能证书内容相融通等途径实现“岗课赛证”融通教学,并在课堂实践中取得了良好的教学效果.实践结果表明,以“岗课赛证”融通的教学模式可以引领专业教学改革,促进职业教育教学改革和创新,从而提高中职技能型人才的培养质量.

“大思政课”背景下新疆中职思政课与专业课协同育人路径探索

作为崭新的课程形态,“大思政课”打开了思想政治教育的新视域,提出了新时代思政课建设的新命题,而课程联动、协同育人正是“大思政课”建设的题中应有之义。文章基于“大思政课”背景,分析了新疆中职思政课与专业课协同育人的必要性和现状,探讨了“大思政课”背景下新疆中职思政课与专业课协同育人的有效路径,旨在增强思政课与专业课协同育人效应,推动思政课与专业课同向同行。